Choosing a seating arrangement for a classroom is one of the most important decisions a teacher can make. The proper plan can facilitate the learning process, while a poor choice can all but render a lesson a failure. Nicole Cusik wrote a research paper about the implications of classroom arrangement for her Instructional Strategies and Reflections class at the University of Delaware. This paper can be found at. Her main point states that a teacher needs “to be sensitive to the learning objective of the lesson, as well as the interpersonal dynamic that exists among the students in the group.” There are several options when it comes to arranging a class, including rows, circles, clusters, activity zones, and pairs. Each can work well in some scenarios, poorly in others.

The first setup Cusik discusses is the desk row arrangement. When using desk rows, the teacher wants the focus of the room, either for a lecture, whole class instruction, or for testing. Student interaction is kept to a minimum as this arrangement is not conducive to discussions or interactions. Next, she writes about circle arrangements. This setup is perfect for group discussion lessons. The students can see each other and any materials posted to aid in the discussion. The focus of this type of class falls more on the students, with some guidance by the teacher. Then, Cusik analyzes the cluster arrangement. Clusters are perfect for small group activities. They encourage peer to peer learning and group interactions. She also describes how this setup is a great primer for the business world and how to interact with others. The focus of this arrangement is definitely on the students. This is a very poor choice for tests, unless they too are group oriented. Next, she discusses the table row classroom. Table rows are basically a halfway point between desk rows and clusters.

They are generally used in science type classes as they allow for lectures, then group work. The groups are larger than in clusters, allowing more space for projects. This arrangement is more beneficial when there is an activity, like an art or science project. Testing is not recommended in table rows since it can be rather easy to copy someone sitting nearby. Cusik also discusses the use of activity zones in the classroom. This arrangement is used when there are several groups of students working on different topics. She recommends zones only for older students as there can only be minimal supervision. If needed, the teacher can lecture the class, but needs to make sure everyone has a seat that is conducive to learning. These classrooms tend to be louder since there is a lot of interaction and self-regulation among the students. Lastly, Cusik discusses the use of paired seating in the classroom.

The pairs arrangement is similar to desk rows, only the students are grouped at a table for two. As in the desk row setup, the teacher can easily be the focus of the room. On the other hand, the teacher can easily switch that dynamic to be student based by assigning role plays or other small group activities. Students are also required to develop social interaction skills. This social interaction is more important in this setup than the others as only two people are doing most of the interaction. The teacher might want to observe the classroom and the student interactions before assigning the pairs. Again, testing is not recommended in the setup because the students have a partner sitting right next to them.

By looking at all possible scenarios, and taking into account the general idea of the class, the teacher can decide what type of arrangement is best for the class. Ideally, this arrangement could change with different types of lessons. There is obviously no one right way to set up a class, but by analyzing the needs of the class and the lesson, the teacher can make the best choice possible.

Jody Lenderman